BESTLINK COLLEGE OF THE PHILIPPINES

PSYCHOLOGY DEPARTMENT
Heavenly Drive, San Agustin Campus Novaliches, Quezon City

Associating Words with Unconscious Emotions: A Descriptive Analysis of Bachelor in Secondary

Education Major in Science Students' Responses at Bestlink College of the Philippines

by

Jenn Kiervy H. Anol

Aleya L. Balverde
Bryan D. Cajuelan
Roselle D. Dionisio
May Ann P. Mallillin
Julianna Raquel P. Marchan
Rhea B. Remedillo
April Joy A. Sinogbuhan
Muriel Verdejo

An Experimental Research
In Fulfillment of the Requirement
For Experimental Psychology Subject

March 2025

Abstract
 BESTLINK COLLEGE OF THE PHILIPPINES
PSYCHOLOGY DEPARTMENT
Heavenly Drive, San Agustin Campus Novaliches, Quezon City

This study investigates the connection between word association and unconscious emotional processing among
Bachelor of Secondary Education (BSED) Science students at Bestlink College of the Philippines. Utilizing the Word
Association Test (WAT), the research examines whether emotionally charged words elicit longer response times and
a greater number of related associations compared to neutral words. A descriptive research design was employed to
analyze participants' cognitive and emotional responses to stimulus words. Findings indicate that emotionally
significant words result in longer reaction times, suggesting deeper cognitive processing and emotional activation.
Additionally, words with strong personal or cultural relevance elicit more related associations, highlighting the role of
semantic memory and emotional priming. These results reinforce the relationship between language and emotions,
demonstrating the WAT’s effectiveness in uncovering subconscious emotional states. The study contributes to
cognitive psychology and education by providing insights into how word associations reflect hidden emotions,
influencing learning and psychological assessments.

Introduction

Understanding how individuals associate words with emotions, memories, and cognitive processes has long been a
subject of psychological research. One of the most widely used projection techniques for this purpose is the Word
Association Test (WAT), which has provided valuable insights into cognitive architecture, semantic memory, and
language learning for over a century (De Deyne et al., 2019). Originally introduced by Francis Galton, the word
association test was designed as a research instrument to explore potential connections between a person's
intelligence quotient (IQ) and word associations (Galton, 1879). Galton's experiment involved a list of 75 stimulus
words, through which he sought to analyze how intelligence and cognitive processing were linked. Later, Carl Jung
expanded the technique, incorporating it into psychoanalysis. Jung proposed that if a participant took an extended
amount of time to respond to a given word, it could indicate the presence of an emotional complex, which he termed
the "feeling-toned complex" (Jung, 1910).
Building on this foundation, the present study aims to explore whether students majoring in Bachelor of Secondary
Education (BSED) Science exhibit underlying cognitive associations when presented with words that evoke
introspection. The experiment seeks to analyze how these students respond to each stimulus word and determine
whether their answers are influenced by semantic memory or priming effects (Nelson & McEvoy, 2000). By doing so,
this study evaluates the internal validity of word associations in relation to cognitive processing.
Uncovering these associations can provide significant benefits for students and educators alike. By revealing hidden
memories or cognitive tendencies, the research can contribute to a better understanding of the relationship between
cognitive abilities and academic performance. Such insights are crucial in designing more effective educational
programs and instructional strategies that cater to students’ cognitive strengths and limitations (Schneider & Stern,
2010). Furthermore, by examining how cognitive connections influence academic achievement, educators can
develop teaching methods that optimize learning outcomes. Ultimately, this study seeks to bridge the gap between
cognitive psychology and education, offering meaningful applications that enhance both learning experiences and
academic success.

Method

I. Problem and Objective

 BESTLINK COLLEGE OF THE PHILIPPINES
PSYCHOLOGY DEPARTMENT
Heavenly Drive, San Agustin Campus Novaliches, Quezon City

The Word Association Test (WAT) is a psychological tool designed to explore the connections between an individual's
emotional responses and specific words used as stimuli. By analyzing how individuals associate certain words with
their thoughts and feelings, this test provides insight into their underlying semantic networks and cognitive structures.
Essentially, it helps researchers and psychologists understand how a person’s mind organizes information,
particularly in relation to their emotional experiences.
The primary objective of this experiment is to bring repressed emotions to the surface by linking them to the words
presented by the researcher. Many individuals unconsciously suppress difficult or traumatic experiences, which can
manifest in various psychological or emotional challenges. By responding to a series of words, participants may
unknowingly reveal hidden emotional patterns or unresolved conflicts. This process allows researchers to observe
these associations, potentially uncovering deep-seated thoughts and emotions that have been buried in the
subconscious.
Thus, the Word Association Test serves as a valuable tool in psychological assessment and therapy. By making
individuals aware of their suppressed emotions and past traumas, the test aids in the process of self-discovery and
healing. It provides participants with an opportunity to confront and understand their inner struggles, which is a crucial
step toward emotional resolution and psychological well-being. Through careful analysis and interpretation of word
associations, psychologists can assist individuals in addressing and working through their underlying issues, making
the WAT an essential method for both diagnosis and therapeutic intervention.

Problem: Do emotionally charged words result in a greater number of related word associations compared to neutral
words in the Word Association Test?

Null Hypothesis (H₀): There is no significant difference in the number of related word associations generated for
emotionally charged words compared to neutral words.

Alternative Hypothesis (H₁): Emotionally charged words elicit a significantly greater number of related word
associations compared to neutral words, suggesting stronger cognitive and emotional connections.

II. Apparatus and Instrument

Watch: A small timepiece worn typically on a strap on one's wrist or carried in a pocket (Merriam-Webster, n.d.).
 BESTLINK COLLEGE OF THE PHILIPPINES
PSYCHOLOGY DEPARTMENT
Heavenly Drive, San Agustin Campus Novaliches, Quezon City
Cellphone: A portable usually cordless telephone for use in a cellular system. It is a wireless communication device
that allows users to make calls, send messages, and access various digital services, often including internet
connectivity and multimedia functions (Merriam-Webster, n.d.).
Paper: A material made in thin sheets from the pulp of wood or other fibrous substances, used for writing, drawing,
printing on, or as wrapping material (Oxford Languages, n.d.).
Ballpen: A pen having as its writing point a small rotating metal ball that inks itself continuously from a supply in the
pen's reservoir (Merriam-Webster, n.d.).
The instrument utilized in this experiment is a combination of both focus group discussions and individual interviews.
This methodological approach enables the researcher to gather comprehensive and in-depth data by leveraging the
strengths of both qualitative techniques. The focus group setting allows participants to engage in open discussions,
share diverse perspectives, and build upon each other's responses, thereby generating rich, interactive insights. On
the other hand, individual interviews provide an opportunity for participants to express their thoughts and experiences
in a more private and detailed manner, ensuring that personal viewpoints and sensitive information are captured
without the influence of group dynamics. By integrating these two methods, the researcher can obtain a well-rounded
understanding of the subject matter, cross-validate findings, and explore both collective and individual perceptions in
a meaningful way. This combined approach enhances the reliability and depth of the study, ultimately leading to more
nuanced and insightful conclusions.

III. Design and Procedure

This experiment employs a descriptive research design, which is primarily concerned with systematically observing,
analyzing, and interpreting data without altering or manipulating any variables. This research method allows for the
identification of patterns and relationships between word associations and unconscious emotional responses. By
using a Word Association Test (WAT) as the primary research instrument, the study seeks to explore participants’
cognitive and emotional processes through their spontaneous word associations. This approach ensures that the
responses are natural and uninfluenced, allowing for an in-depth analysis of how certain words trigger specific
emotions or thoughts.
This study includes participants from a selected sample of Bachelor of Secondary Education (BSED) Major in
Science students at Bestlink College of the Philippines, who willingly choose to participate in the experiment. Prior to
the test, they receive a concise overview of the study’s purpose and procedures to ensure they fully understand their
role in the research. To maintain the accuracy and authenticity of responses, the experiment is conducted in a
controlled environment, free from distractions, preventing any external influences on participants' answers. Each
participant completes the test individually, which helps eliminate group influence and enhances the reliability of the
collected data.

Results

The findings of this study aimed to determine how words are associated with an individual's emotional factors through
a word association test. The experiment was designed to analyze whether certain words could stimulate repressed
emotions by evaluating the response time of participants when prompted to share the first word that came to mind
upon hearing a given stimulus.
 BESTLINK COLLEGE OF THE PHILIPPINES
PSYCHOLOGY DEPARTMENT
Heavenly Drive, San Agustin Campus Novaliches, Quezon City
The data collected from participants indicated a significant correlation between words and emotional activation. By
measuring the time taken for individuals to respond, the study revealed that words associated with personal
experiences or deeper emotional connections tended to elicit longer reaction times. This suggests that emotionally
charged words require greater cognitive processing, as they may trigger memories or feelings that have been
previously suppressed.
Moreover, participants demonstrated variations in their response times depending on the nature of the words
presented. Neutral or commonly used words often resulted in quicker associations, while words with potential
emotional depth led to delayed responses. This further supports the hypothesis that language plays a crucial role in
activating subconscious emotions.
Based on the results, it can be concluded that words have a profound impact on emotional recall and can serve as
triggers for repressed feelings. The word association test effectively highlighted the relationship between language
and emotional cognition, reinforcing the idea that emotions are deeply embedded in linguistic expression. These
findings contribute to the growing body of research on the psychological effects of language and its influence on
human emotions.

Table 1: Summary of the word association test

Stimulus Word Total average of time Number of related words Number of unrelated words
Box 5.14 12 8
Rope 5.10 16 4
Music 4.42 16 4
Noise 4.50 12 8
Movies 4.50 15 5
Church 7.04 15 5
Religion 3.70 15 5
Classmates 4.74 14 6
LMS 5.37 16 4
Luck 5.48 18 2
Blade 4.44 14 6
Money 3.91 13 7
Impression 4.57 13 7
Result 5.35 15 5
Grades 4.48 15 5
Expression 6.29 15 5
Mirror 3.00 14 6
Heart 6.08 17 3
Body 4.09 14 6
Journey 8.44 13 7
Walk 3.73 17 3
Monday 4.48 16 4

Table 2: Summary of word association test

Night 4.03 14 6
Light 4.67 13 7
Cave 5.42 15 5
Pillow 3.71 11 9
Illusion 5.37 13 7
 BESTLINK COLLEGE OF THE PHILIPPINES
PSYCHOLOGY DEPARTMENT
Heavenly Drive, San Agustin Campus Novaliches, Quezon City
Black 4.40 11 9
Smell 4.52 12 8
Coffee 3.89 13 7
Dove 6.09 17 3
Knife 6.79 12 8
Pity 5.40 16 4
Diary 6.65 16 4
Future 5.46 12 8
Past 5.25 15 5
Deadline 5.83 12 8
Pressure 5.84 13 7
Uncertainty 7.62 13 7
Judgement 5.33 17 3
Fear 4.74 14 6
Pride 7.03 14 6
Desire 4.98 14 6
Craving 5.52 20 0
Emptiness 6.43 15 5
Tension 7.10 13 7
Exam 7.06 15 5
Upset 5.50 16 4
Worth 5.45 14 6
Mission 5.36 18 2
Life 4.90 14 6
Struggle 5.01 15 5
Family 4.59 16 4
Love 5.43 17 3
Relationship 4.66 16 4
Acquaintance 5.59 15 5
Friend 6.42 15 5
Conflict 6.27 14 6
Failure 5.32 14 6
Abuse 5.33 16 4
Tears 5.85 16 4
Cemetery 4.81 17 3
Burden 6.19 17 3
Father 4.96 13 7
Mother 5.04 14 6
Work 5.98 13 7
Mistreat 5.95 15 5
Expectation 5.23 12 8

Discussion and Conclusion

The word association test conducted in this study aimed to analyze how individuals respond to a set of 75 stimulus
words, which varied in sensitivity from neutral to emotionally charged. Participants were required to state the first
word that came to mind upon hearing each stimulus, and their response times were recorded using a stopwatch. This
approach allowed for a detailed examination of both the speed and nature of word associations, providing insight into
cognitive processing and emotional engagement.
 BESTLINK COLLEGE OF THE PHILIPPINES
PSYCHOLOGY DEPARTMENT
Heavenly Drive, San Agustin Campus Novaliches, Quezon City
The findings revealed that some words elicited faster responses, indicating that they are more commonly
encountered in daily life or have immediate associations. The words "Mirror" (3.00 seconds), "Pillow" (3.71 seconds),
"Walk" (3.73 seconds), and "Religion" (3.70 seconds) had the shortest average response times. This suggests that
these words are more familiar, concrete, or frequently used, making them easier to retrieve from memory.
Conversely, the words that required longer response times included "Journey" (8.44 seconds), "Uncertainty" (7.62
seconds), "Tension" (7.10 seconds), and "Exam" (7.06 seconds). The delayed reactions to these words may indicate
that they trigger deeper cognitive processing or are associated with more complex and abstract concepts, requiring
individuals to reflect before generating a response. Words related to uncertainty, stress, or abstract ideas often
demand more effort to process, aligning with previous studies on cognitive load in language processing.
In addition to response times, the study also analyzed the number of related and unrelated word associations for
specific stimuli. Words such as "Craving" (20 related words), "Luck" (18 related words), and "Knife" (12 related
words) exhibited a high number of related responses, suggesting that these words evoke strong, shared mental
connections among participants. This could be due to cultural influences, personal experiences, or common linguistic
associations.
On the other hand, words like "Pillow" (9 unrelated words) and "Black" (9 unrelated words) had a higher number of
unrelated responses, demonstrating that participants associated them with a wider range of concepts. This variability
in responses suggests that certain words may have more ambiguous or individualized meanings, leading to greater
diversity in associations.
The diverse response patterns observed in this study align with existing research, which suggests that personal
experiences, emotions, and cognitive frameworks play a crucial role in shaping word associations. The results
reinforce the validity of word association tests as a tool for exploring cognitive structures, memory networks, and
emotional connections to language. These findings have potential applications in fields such as psychology,
linguistics, and education, where understanding how individuals process and relate to words can aid in cognitive
assessments, language learning, and emotional profiling.
Future research could delve deeper into how individual differences—such as age, cultural background, emotional
state, or prior experiences—influence word associations. Additionally, exploring how different testing conditions (e.g.,
time constraints, stress levels, or priming effects) impact response patterns could provide further insight into cognitive
and emotional processing mechanisms.

References

De Deyne, S., Navarro, D. J., Perfors, A., Brysbaert, M., & Storms, G. (2019). The "small world of words" English
word association norms for over 12,000 words. Behavior Research Methods, 51(3), 987-1006. https://doi.org
Galton, F. (1879). Psychometric experiments. Brain, 2(2), 149-162. https://doi.org
Jung, C. G. (1910). Studies in word association. Moffat, Yard and Company.
www.scribd.com/document/507755398/C-G-Jung-Studies-in-Word-Association
Nelson, D. L., & McEvoy, C. L. (2000). What is free association and what does it measure? Memory & Cognition,
28(6), 887-899. https://doi.org
Schneider, W., & Stern, E. (2010). The development of intelligence. In Wiley Interdisciplinary Reviews: Cognitive
Science, 1(3), 343-356. https://doi.org
 BESTLINK COLLEGE OF THE PHILIPPINES
PSYCHOLOGY DEPARTMENT
Heavenly Drive, San Agustin Campus Novaliches, Quezon City
CHMC Dubai. (n.d.). Word association test. CHMC Dubai. https://chmc-dubai.com/articles/word-association-test
Baş, G. (2020). A formative assessment example: Word association test. International Journal of Assessment Tools
in Education, 7(4), 620-635.
www.researchgate.net/publication/343301042_A_Formative_Assessment_Example_Word_Association_Test
Vinas M. (2020). www.academia.edu/15628469/Word_Association_Test

Appendix

Evoke: Process of eliciting or bringing forth a response, emotion, or memory in an individual due to a specific
stimulus. It is commonly used in discussions of emotional reactions, cognitive associations, and memory retrieval
(American Psychological Association, 2020).
Emotional Resonance: Ability of an individual to deeply connect with, understand, or be affected by the emotions of
others or by specific stimuli, such as words, music, or experiences (Decety, J., & Jackson, P. L, 2004).
Feeling Toned Complex: Cluster of emotionally charged thoughts, memories, or experiences that are stored in the
unconscious and can influence behavior, perception, and decision-making (Jung, C. G, 1960).
Semantic Memory: Type of long-term memory that stores general knowledge about the world, including facts,
concepts, meanings, and language (J. R., & Desai, R. H, 2011).
Cognitive Architecture: Underlying structure and processes of the human mind that enable perception, memory,
reasoning, and problem-solving (Anderson, J. R., & Lebiere, C, 1998).
Priming Effects: Phenomenon where prior exposure to a stimulus influences a person’s response to a later
stimulus, often without conscious awareness (Schacter, D. L, 1992).

Introspection: Process of examining one’s own thoughts, feelings, and mental states. It is a method of self-
observation and reflection that allows individuals to analyze their cognitive and emotional experiences (Schwitzgebel,
E, 2011).
Cognitive Structure: Mental frameworks and organizational patterns that help individuals process, store, and
interpret information (Ausubel, D. P, 1968).
Nuanced: Presence of subtle distinctions, complexities, or variations in thoughts, emotions, behaviors, or cognitive
processes (Fiske, S. T., & Taylor, S. E, 2013).
Association: Cognitive process by which ideas, memories, or experiences become linked together in the mind
(Eysenck, M. W., & Keane, M. T, 2005).
Self-discovery: Process of gaining insight into one's own identity, emotions, values, and motivations
(Csikszentmihalyi, M, 1990).

Fruitful Statement
 BESTLINK COLLEGE OF THE PHILIPPINES
PSYCHOLOGY DEPARTMENT
Heavenly Drive, San Agustin Campus Novaliches, Quezon City

The findings of this experiment reveal that participants demonstrated a tendency toward sublimation, as described in
Sigmund Freud’s theory, wherein individuals modify or suppress their genuine thoughts to align with socially
acceptable norms. This suggests that modern individuals are increasingly influenced by societal expectations, often
prioritizing conformity over personal expression. The results highlight how external social pressures shape cognitive
and emotional responses, reinforcing the idea that individuals may unconsciously filter their perspectives to fit within
widely accepted standards. This phenomenon has significant implications for psychological research, education, and
social behavior, emphasizing the need to encourage environments where individuals feel safe expressing their true
thoughts and emotions without fear of societal judgment.